Self-Regulation/Self-Awareness

Self-Regulation/Self-Awareness

0.50 USBE Credits
Self-regulation and self-awareness are essential skills related to social and emotional learning. Educators should role model and support students in learning and practicing skills such as identifying and managing emotions and impulse control. These skills will enable students to build confidence, self-efficacy, and positive relationships.

DESCRIPTION

To earn this badge you will provide evidence of teaching and using self-regulation and self-awareness strategies in your classroom.

FEES

You will be charged $25 by the badge provider. You'll be charged at the point you submit your badge for final review.

CLARIFICATIONS

This badge is not just teaching a vocabulary word.

IMPORTANT TERMS

Self-awareness: ability to identify and understand one's own emotions, thoughts, and strengths, and how they relate to behavior.

Self-regulation: ability to control impulses and use effective stress management and self-discipline strategies.

BACKGROUND SCENARIO

While her students are taking a test during class, Mrs. Sanders notices a couple of her students becoming frustrated with the difficulty of the work. One of the students begins signing loudly and grumbling. After a minute or two, the student crumples his test and crosses his arms refusing to continue the test. Another student who is also frustrated storms out of the classroom in tears. Mrs. Sanders can see this affects the other students' ability to work. She decides to help her students recognize various emotions and thoughts through class discussion immediately following the test. Throughout the following days and weeks, Mrs. Sanders continues to model and practice stress management techniques with her class. This improves the emotional outbursts.

EVIDENCE OPTIONS

Video: Submit a 5-8 minute video of the teacher teaching or using at least 3 self-awareness or self-regulation skills. Video submissions should follow all relevant LEA (district/charter) and FERPA guidelines.

Lesson Plan: Submit a lesson plan on how you plan to teach and practice self-awareness and self-regulation with your students (small group or whole class).

Unit Plan: Submit a unit plan on how you will teach and practice self-awareness and self-regulation with your students (small group or whole class).

Student Performance Data: Show relevant data over at least 8 weeks that shows growth in self-awareness and self-regulation skills (individual, group, or whole class).

Survey Results: Submit survey data that shows growth in self-awareness and self-regulation skills related to lessons/interventions you have implemented in your classroom/school.

Testimonial: Submit at least 3 written or video testimonials given by people who have been positively impacted as a result of your lessons/interventions related to self-awareness and self-regulation.

Observation Results: Submit written observation results of your classroom that shows positive outcomes as a result of your lessons/interventions related to self-awareness and self-regulation.

Candidate's Choice: Educator may submit another form of evidence to demonstrate using effective strategies that support student learning of self-awareness and self-regulation skills.


Review Criteria

The candidate can show they have implemented strategies that support student learning of self-awareness and self-regulation skills.The candidate can show evidence that the strategies implemented have been used by students.

REFLECTION PROMPTS

  1. Describe how you use/teach self-awareness and self-regulation skills as a tool to help students manage emotions, control impulses, build confidence, increase self-efficacy, and/or form positive relationships.

  2. Give specific examples of how your students are using the skills and how it has been beneficial.

Review Criteria

Reflection explains specific self-awareness and self-regulation strategies learned and how their regular use promotes a healthy lifestyle.The candidate can describe how they have implemented strategies that support student learning of self-awareness and self-regulation skills.

RESOURCES

CASEL: Core SEL Competencies
https://casel.org/core-competencies/
Social and emotional learning (SEL) enhances students’ capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with daily tasks and challenges. Like many similar frameworks, CASEL’s integrated framework promotes intrapersonal, interpersonal, and cognitive competence. There are five core competencies that can be taught in many ways across many settings. Many educators and researchers are also exploring how best to assess these competencies.

Mindful Schools
www.mindfulschools.org
This organization provides online training for educators and adults on how to practice and teach mindfulness strategies.

MindUP Curriculum The Hawn Foundation. (2011). The MindUP Curriculum: Brain-Focused Strategies for Learning and Living. USA: Scholastic, Inc.
Find it on Amazon.com
Curriculum is available for PreK-Middle School students. The lessons teach students how to understand what is happening in their brain and body. Using the mindfulness skill taught in the lessons, students are able to learn how to stay focused, understand brain functions and emotions, and be mindful of behavior.

ou are a Social Detective: Explaining Social Thinking to Kids. San Jose, CA: Think Social Publishing, Inc. by: Michelle Garcia Winner, Pamela Crooke, Kelly Knopp
Find it on Amazon.com
This book helps explain the relationship between our behaviors and others' thoughts about us.

PBISworld.com
PBISworld.com
This site includes many excellent practices, strategies, and ideas for implementation of positive behavior interventions and supports at all 3 tiers of MTSS. Ideas can be categorized by problem behavior as well as tier of support. It also provides information and tools for data tracking.

Second Step Curriculum
www.secondstep.org
Many schools already utilize this curriculum to teach skills essential to SEL.

Social Emotional Learning for Prevention
www.selforprevention.com
This website provides information about SEL and how to implement strategies with students.

What to Do When You Worry Too Much, What to Do When You Grumble Too Much, and What to Do When Your Temper Flares. Huebner, D. (2006) Washington D.C.: Magination Press.
Find it on Amazon.com
These various workbooks (written by a clinical psychologist and based on cognitive behavioral techniques) help parents and students learn specific strategies to manage various thoughts/emotions.

Zones of Regulation Curriculum Kuypers, L. M. (2001). Zones of Regulation. Social Thinking Publishing.
Find it on Amazon.com
"The Zones of Regulation is a curriculum geared toward helping students gain skills in consciously regulating their actions, which in turn leads to increased control and problem solving abilities. Students explore calming techniques, cognitive strategies, and sensory supports so they will have a toolbox of methods to use to move between "zones." To deepen students' understanding of how to self-regulate, the lessons set out to teach students these skills: how to read others' facial expressions and recognize a broader range of emotions, perspective about how others see and react to their behavior, insight into events that trigger their less regulated states, and when and how to use tools and problem solving skills."

BADGE EARNERS

Claire Caldwell
Claire Caldwell
Colleen Gallagher
Colleen Gallagher
Eric Green
Eric Green
Jennifer Mattson
Jennifer Mattson
Leslie Robinett
Leslie Robinett
Adam Skousen
Adam Skousen
April Turneau
April Turneau
Sara Vidal
Sara Vidal

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